以字形為基礎的漢字鍵接圖學習成效與形似漢字分析

漢字為結構複雜且難學之文字，對外漢字教學，需依據漢字之字形的特性，對不同複雜度及不同程度之學習者，發展不同之教學法。本研究可分為兩大部分，第一部分針對基礎漢字之圖像教學材料之成效進行探討，第二部分探討合體漢字之形似特性。主要分為四個研究：研究一針對不同圖像式教學法進行內容分析研究，探討不同圖像式漢字教學法之教材內容形式與圖像使用策略；研究二以實徵研究探討不同圖像式漢字教材，字源、Chineasy及我也繪漢字之鍵接圖對於CFL初學者，漢字字義及字形學習的成效，並且瞭解不同方法與筆畫數高低的漢字在學習上的差異。研究三以「中文部件組字與形構資料庫」為基礎，擴充筆劃層次之形似性標準，以作為後續研究形似字筆劃層級資訊之依據。研究四則依據「中文部件組字與形構資料庫」，分析形似漢字之類型，並且讓學習者評定各類形似字之形似程度，比較不同類型形似字之形似程度為何，以及母語者與CFL學習者知覺形似程度之差異。本研究之研究結果顯示，鍵接圖漢字教材之圖像與漢字結合度較高，對漢字字義與寫字學習表現的幫助也較字源及Chineasy教材來得好；而漢字的形似類型可以分為六類，相似性最高的類型為增減筆畫類，最低的為同筆畫不同組合類，因其涉及漢字結構的改變。本研究之研究成果可提供未來漢字教學及教材選擇之參考依據。

關鍵字

漢字教學；鍵接圖；形似漢字

並列摘要

Chinese characters are complex and difficult to learn, this study is about teaching Chinese as a foreign language, according to the different complexity of Chinese characters and varying degrees of learners. This research can be divided into four studies: Study I was a content analysis of different image teaching materials, and discusses the content form and image usage strategies of different materials. Study II explored the learning effects of different Chinese characters image teaching materials, Etymology, Chineasy and Key-image on CFL beginners. Study III used Chinese database as the basis, expand the stroke level of the similarity criteria. Study IV analyzed the similarity type of Chinese characters based on the Chinese database. The results show that the connection between Chinese characters and Key-image is higher than the connection between Chinese characters and Chineasy, and the learning effect of Chinese characters in the Key - image group was better than the Chineasy group and the Etymology group. This study found that there are six similarity types of Chinese characters, the highest similarity type was the increase in stroke type, the lowest similarity type was the same strokes and different combination type. The research results of this study can provide reference for the future teaching of Chinese characters to CFL learners.